iSEEK - Education

definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies:...

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11 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge of letters are the two best predictors of how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University of New York

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pleasure reading vs. reading for information). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scan- ning for key words, and close/careful reading for understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words

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18 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. K 1 2 3 4 2.1.5 Understand how to infer/predict meaning. square6 Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text. square6 Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and

29 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=29 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

GRADE LEVEL EXPECTATIONS 27 EALR 2: The student understands the meaning of what is read. Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. EALR 2 GLE 5 6 7 8 9/10 2.3.1 Analyze informational/expository text and literary/narrative text for similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., facts and

48 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=48 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

46 EALR COMPONENT EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.2: Develop interests and share reading experiences. EALR 4 GLE K 1 2 3 4 4.2.1 Understand how readers choose books. square6 Choose books and share with others with teacher guidance. Understand how readers choose books. square6 Identify favorite books and share reasons for the choice with others. square6 Self-select books at an independent level and an instructional level. Understand that readers have

53 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources of information that are derived from primary or original sources. segment: The act of separating the sounds in a word in order to assist decoding or spelling. semantic mapping

54 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=54 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies: Strategies for determining the pronun- ciation and meaning of words in print.

www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

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target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas . Find, understand, and use specific information in a variety of texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1

target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas . Find, understand, and use specific information in a variety of texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL

www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1

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Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

47 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

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news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product) . increase word knowl- edge through systematic vocabulary development

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1

news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product) . increase word knowl- edge through systematic vocabulary development

www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1

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Proposed New 19 TAC

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regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

22 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22

§110.B. Middle School (E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as

29 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29

Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

36 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

42 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42

middle school students continue to read on their own or listen to texts read aloud for the purpose of enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks of time are provided for reading both independent and instructional-level material for varied purposes such as collecting information, learning about and appreciating the writer's craft, and discovering models for their own writing

ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

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IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process

Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text. (725.01.a) CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;6.LA.1.2.3 Identify graphic sources of information (e.g., maps, graphs, illustra...

www.sde.idaho.gov/site/content_standards/language_docs/ICSGrade6readingpr...

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K-12

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materials at independent and instructional levels R.10.8.2 Read texts that reflect contributions of different cultural groups R.10.8.3 Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis, and evaluation R.10.5.4 Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.5.5 Identify cause/effect and problem/solution relationships R

38 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38

Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently. Reading: Vocabulary, Word Study, and Fluency K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: R.11.K.4=Reading. Standard 11. Kindergarten. 4 th Student Learning Expectation 35 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS

66 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=66 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=66

materials at independent and instructional levels R.10.8.2 Read texts that reflect contributions of different cultural groups R.10.8.3 Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis, and evaluation R.10.5.4 Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.5.5 Identify cause/effect and problem/solution relationships R

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